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Classification of Instructional Programs: 2000 Edition

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Classification of Instructional Programs: 2000 Edition NATIONAL CENTER FOR EDUCATION STATISTICS APRIL 2002 CCllaassssiiffiiccaattiioonn ooff IInnssttrruuccttiioonnaall PPrrooggrraammss:: 22000000 EEddiittiioonn U.S. Department of Education Office of Educational Research and Improvement NCES 2002-165 U.S. Department of Education Rod Paige Secretary Office of Educational Research and Improvement Grover J. Whitehurst Assistant Secretary National Center for Education Statistics Gary W. Phillips Deputy Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: National Center for Education Statistics Office of Educational Research and Improvement U.S. Department of Education 1990 K Street, NW Washington, DC 20006 April, 2002 The NCES World Wide Web Home Page is: http://nces.ed.gov The NCES World Wide Web Electronic Catalog is: http://nces.ed.gov/pubsearch/index.asp Suggested Citation Classification of Instructional Programs – 2000: (NCES 2002-165) U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Questions or comments should be directed to: National Center for Education Statistics (NCES) U.S. Department of Education Email: [email protected] To order this report, write: U.S. Department of Education ED Pubs P.O. Box 1398 Jessup, MD 20794–1398 or call toll free 1-877-4ED-PUBS. FOREWORD The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985 and 1990. The 2000 edition of the CIP (CIP- 2000) is the third revision of the taxonomy and presents an updated taxonomy of instructional program classifications and descriptions. Revisions to national and international coding schemes such as the CIP require that users be given ample opportunity to comment on proposed changes as well as sufficient time to make these changes in their reporting systems. In developing the CIP-2000, public comment was invited on two review drafts. This final publication reflects the comments that were received or agreements that were reached on the approach to particular revisions. Additionally, to allow sufficient time for users to implement the CIP-2000 in their databases and reporting systems, NCES will give users at least 2 years from the date of publication of the CIP-2000 to implement the revised taxonomy in reporting on postsecondary program completions. The CIP is the accepted federal government statistical standard on instructional program classifications and is used in a variety of education information surveys and databases. Since 1980 when it was first published, the CIP has been used by NCES in the Integrated Postsecondary Education Data System (IPEDS) and its predecessor, the Higher Education General Information Survey (HEGIS). It is also used by other Department of Education offices, such as the Office for Civil Rights, the Office of Vocational and Adult Education, and the Office of Special Education, and serves as the standard on instructional programs for other federal agencies, including the (former) National Occupational Information Coordinating Committee (NOICC), the National Science Foundation and the Department of Commerce (Bureau of the Census), the Department of Labor (Bureau of Labor Statistics), and others. The CIP is also used by the National Academy of Sciences, state agencies, national associations, academic institutions, and employment counseling services as the basis for collecting, reporting, and analyzing instructional program data. The CIP-2000 has been adopted as the standard field of study taxonomy by Statistics Canada. The decision to adopt the CIP-2000 was based on the comprehensiveness and detail of the CIP and the potential for enhanced comparability with U.S. education data. The CIP will be phased in to replace Statistics Canada's University Student Information System (USIS) and Community College Student Information System (CCSIS) as well as the Canadian Census major field of study classification. Transition from the USIS, CCSIS, and Canadian Census codes to CIP-2000 will begin with the implementation of the postsecondary Enhanced Student Information System (ESIS) by the Canadian Centre for Education Statistics (CES). Consultations between the CES and the NCES and National Library of Education (NLE) have resulted in the inclusion of Canadian content within the CIP-2000. The number of instructional programs added to the CIP-2000 is a testament not only to the changing nature of postsecondary education in the United States and Canada but also to the completeness that this publication has achieved. We are pleased to present this edition of the CIP. C. Dennis Carroll Roslyn Korb T. Scott Murray Associate Commissioner Program Director Director General Postsecondary Studies Division, Postsecondary Cooperative Institutions and Social Statistics, NCES Systems, Dissemination Statistics Canada and Analysis, NCES iii ACKNOWLEDGMENTS The two principal technical authors of the CIP- 2000 are Dr. Robert L. Morgan, Senior Statistician, Office of the National Center for Education Statistics and Dr. E. Stephen Hunt, Director for Planning and Policy Manager, International Programs, National Library of Education. Brenda Ashford, Research Manager, with the American Association of Collegiate Registrars and Admissions Officers (AACRAO), also contributed to the textual content and provided both technical and logistical support to the project. Canadian content was contributed by Mr. Alan Goodall and Mr. Dennis Cusak, Postsecondary Education section, Centre for Education Statistics, Statistics, Canada. Authorized translations into French were prepared by Statistics Canada. We would like to also acknowledge and thank the representatives of the academic and professional associations, accrediting bodies, and federal and state offices who provided valuable assistance towards the development of the CIP-2000. iv TABLE OF CONTENTS Section Page I. Introduction .......................................................................................................................I-1 Development of the CIP-2000: Process and Procedures ..........................................I-1 Defining the CIP: Its Contents, Structure, Purposes, and Uses.………....….………….I-1 Organization of the CIP-2000 ......................................................................................I-1 Organization of the Taxonomy.................................................................................... I-2 Series and Code Titles……………………………………………………..………………. I-3 Principles Governing the Inclusion of Programs in the CIP………………………….. …I-4 Revisions to the CIP-2000 ..........................................................................................I-5 Other Major Changes to the CIP-2000…………………………………...….…………….I-6 Cross-References........................................................................................................I-7 Table 1: New Programs (Programs Added to the CIP-2000 Taxonomy) ................I-9 Table 2: Summarization of CIP-2000 Program Movements ................................... I-23 Table 3: Crosswalk of CIP-1990 to CIP-2000 Codes and Programs ..................... I-29 II. Index of CIP-2000 Codes and Program Titles ................................................................II-1 III. CIP-2000 Taxonomy: Full Listing of Program Codes, Titles, and Descriptions ............... III-1 Guide to Using the CIP Taxonomy ................................................................................. III-1 Chapter I: Academic and Occupationally-Specific Programs ......................................... III-3 Series 01. Agriculture, Agriculture Operations, and Related Sciences....................... III-3 Series 03. Natural Resources and Conservation............................................. …… III-14 Series 04. Architecture and Related Services ....................................................... III-18 Series 05. Area, Ethnic, Cultural, and Gender Studies .......................................... III-21 Series 09. Communication, Journalism, and
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